Evaluating functions of praise for children diagnosed with autism spectrum disorder

The team worked with children with autism. They wanted to see if praise could turn into a real reinforcer.

They paired praise words with candy already liked by the kids. Then they tested if the praise alone would keep old skills going and teach new ones.

Praise that was paired with candy did help kids keep doing tasks they already knew.

But the same praise did not help the kids learn anything new. The new tasks never took off.

Geckeler et al. (2000) showed kids with ID kept choosing slots that paid off only half the time when lights came to signal wins. That old study explains why pairing can give praise some juice, just like the candy gave juice to the praise here.

Wearden et al. (1983) saw typical kids first try harder when a peer got praise, then later gave up when they never got any themselves. Their dip matches the new finding: praise history matters, and praise alone is weak for new learning.

Myers et al. (2015) measured skin response in autistic boys and found their bodies reacted oddly when expected rewards did not show up. That body data supports the idea that praise without a backup plan can fizzle.

Use paired praise to keep fluency on mastered tasks, like quick math facts or toileting steps. Do not rely on it to teach brand-new skills. Add stronger reinforcers or errorless teaching when you want acquisition. Check data early; if new responses do not rise in two sessions, switch tactics.